PUBBLICAZIONE/PUBLICATION

Permanent URI for this communityhttps://gendermore.unimore.it/handle/123456789/1575

Browse

Settings

Subject: search.filters.subject.SexismViewpoints: search.filters.viewpoints.Student Level

Search Results

Now showing 1 - 6 of 6
  • Item type:Publication,
    Current institutionalized sexism in nursing degree classrooms: A multicenter qualitative study in Catalonia Open PDF 
    (Elsevier BV, 2025-09)
    Feijoo-Cid, Maria
    ;
    Llena-Riu, Andres
    ;
    Biurrun-Garrido, Ainoa
    ;
    Fuentes-Pumarola, Concepció
    ;
    Cámara-Liebana, David
    Everyday sexism is not always consciously identified in nursing degree classrooms. This leads to the reproduction of inequality that is legitimized in interpersonal relationships and institutional dynamics. AIM: Describe how nursing students perceive and experience everyday sexism in the classroom at various universities in Catalonia. METHODS: Multicenter study using quantitative and qualitative content analysis of semi-structured interviews. The study population comprised fourth-year nursing students in Catalonia. The interviews were conducted online from February to June 2022. An ad hoc interview script was designed based on the scientific literature on the perception of sexism and discrimination in the classroom. The anonymity and confidentiality of participants and data were ensured. RESULTS: Twenty fourth-year nursing students participated, 18 women and two men, ages 21 to 49. Use of the space was unequal: men occupy the back rows of the classroom, forming male-only groups. Moreover, men participate more often in large groups when a debate is established, and they do so impulsively. Women are more respectful and ask questions about class content. Male students tend to do less work in group projects but present more. Female students lead the group work, especially in terms of coordination and organization, and take responsibility for the more complex parts. However, they participate less in oral presentations. CONCLUSION: In the nursing classroom, women are invisibilized and limited in their use of space. They also take on excess work but participate less. Men participate more, reject inclusive language, and work together to claim their space. These dynamics create the conditions for a nursing degree education steeped in legitimized everyday sexism.
  • Item type:Publication,
    A “scientific diversity” intervention to reduce gender bias in a sample of life scientists Open PDF 
    (American Society for Cell Biology, 2016)
    Moss-Racusin, C.A.
    ;
    van der Toorn, J.
    ;
    Dovidio, J.F.
    ;
    Brescoll, V.L.
    ;
    Graham, M.J.
    Mounting experimental evidence suggests that subtle gender biases favoring men contribute to the underrepresentation of women in science, technology, engineering, and mathematics (STEM), including many subfields of the life sciences. However, there are relatively few evaluations of diversity interventions designed to reduce gender biases within the STEM community. Because gender biases distort the meritocratic evaluation and advancement of students, interventions targeting instructors’ biases are particularly needed. We evaluated one such intervention, a workshop called “Scientific Diversity” that was consistent with an established framework guiding the development of diversity interventions designed to reduce biases and was administered to a sample of life science instructors (N=126) at several sessions of the National Academies Summer Institute for Undergraduate Education held nationwide. Evidence emerged indicating the efficacy of the “Scientific Diversity” work-shop, such that participants were more aware of gender bias, expressed less gender bias, and were more willing to engage in actions to reduce gender bias 2 weeks after participating in the intervention compared with 2 weeks before the intervention. Implications for diversity interventions aimed at reducing gender bias and broadening the participation of women in the life sciences are discussed. © 2016 C. A. Moss-Racusin et al. CBE—Life Sciences Education.
  • Item type:Publication,
    Gender Disparities in Medical Student Research Awards: A 13-Year Study from the Yale School of Medicine Open PDF 
    (Lippincott Williams and Wilkins, 2018)
    King, J.T.
    ;
    Angoff, N.R.
    ;
    Forrest, J.N.
    ;
    Justice, A.C.
    Purpose The Liaison Committee on Medical Education mandates instruction in research conduct, and many U.S. Medical schools require students to complete a research project. All Yale School of Medicine (YSM) graduating students submit a research thesis, and ∼5% are awarded highest honors. Gender disparities exist in areas related to physician research productivity, including academic rank, research funding, and publications. The authors asked whether gender disparities exist for medical student research. Method The authors conducted a retrospective review of 1,120 theses submitted by graduating medical students from 2003 to 2015 at YSM and collected data on gender, mentoring, research type, sponsoring department, and other characteristics. Multivariate logistic regression modeling examined gender differences in medical student research awards. Results Women authored 50.9% of theses, but earned only 30.9% of highest honors awards (OR 0.41; 95% CI: 0.23, 0.74). Among factors associated with increased receipt of highest honors that differed by gender, men were more likely than women to work with a mentor with a history of three or more thesis honorees, take a fifth year of study, secure competitive research funding, undertake an MD-master of health science degree, and conduct laboratory research (all P <.001). After adjustment for these factors, and for underrepresented in medicine status and sponsoring department, women remained less likely to receive highest honors (OR 0.51; 95% CI: 0.27, 0.98). Conclusions Women YSM students were less likely to receive highest honors for medical research. Gender disparities in postgraduate biomedical research success may start during undergraduate medical education. © 2018 by the Association of American Medical Colleges. Unauthorized reproduction of this article is prohibited.
  • Item type:Publication,
    Does Gender Bias Still Affect Women in Science? Open PDF 
    (2019)
    Roper, Rachel L.
    The percentage of women employed in professional scientific positions has been low but is increasing over time. The U.S. National Institutes of Health and the National Science Foundation have both implemented programs to improve women's participation in science, and many universities and companies have diversity and equity programs. While most faculty and scientists believe that they are fair and unbiased, numerous well-designed studies published in leading peer-reviewed journals show that gender bias in sciences and medicine is widespread and persistent today in both faculty and students. Recent studies show that gender bias affects student grading, professional hiring, mentoring, tenure, promotion, respect, grant proposal success, and pay. In addition, sexual harassment remains a significant barrier. Fortunately, several studies provide evidence that programs that raise conscious awareness of gender bias can improve equity in science, and there are a number of recommendations and strategies for improving the participation of women.
  • Item type:Publication,
    Mitigating gender bias in student evaluations of teaching. Open PDF 
    (2019)
    Peterson, David A. M.
    ;
    Biederman, Lori A.
    ;
    Andersen, David
    ;
    Ditonto, Tessa M.
    ;
    Roe, Kevin
    Student evaluations of teaching are widely believed to contain gender bias. In this study, we conduct a randomized experiment with the student evaluations of teaching in four classes with large enrollments, two taught by male instructors and two taught by female instructors. In each of the courses, students were randomly assigned to either receive the standard evaluation instrument or the same instrument with language intended to reduce gender bias. Students in the anti-bias language condition had significantly higher rankings of female instructors than students in the standard treatment. There were no differences between treatment groups for male instructors. These results indicate that a relatively simple intervention in language can potentially mitigate gender bias in student evaluation of teaching.
  • Item type:Publication,
    A quasi-experimental study of ethnic and gender bias in university grading Open PDF 
    (Public Library of Science, 2021)
    Bischoff, C.S.
    ;
    Ejrnæs, A.
    ;
    Rubin, O.
    This paper contributes to the debate on race- and gender-based discrimination in grading. We apply a quasi-experimental research design exploiting a shift from open grading in 2018 (examinee’s name clearly visible on written assignments), to blind grading in 2019 (only student ID number visible). The analysis thus informs name-based stereotyping and discrimination, where student ethnicity and gender are derived from their names on written assignments. The case is a quantitative methods exam at Roskilde University (Denmark). We rely on OLS regression models with interaction terms to analyze whether blind grading has any impact on the relative grading differences between the sexes (female vs. male examinees) and/or between the two core ethnic groups (ethnic minorities vs. ethnic majority examinees). The results show no evidence of gender or ethnic bias based on names in the grading process. The results were validated by several checks for robustness. We argue that the weaker evidence of ethnic discrimination in grading vis-à-vis discrimination in employment and housing suggests the relevance of gauging the stakes involved in potentially discriminatory activities. Copyright: © 2021 Bischoff et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.